De integratie van technologie in het onderwijs: Hoe kunnen docenten in opleiding hierin ondersteund worden?

This study examined the effectiveness of two types of support based on the Technological Pedagogical and Content Knowledge Framework (TPACK). The participants in this study were second-year pre-service teachers, who were being prepared to teach in primary school. The designed an ICT-lesson plan and wrote a reflection using TPACK support materials. Participants were divided into two conditions, receiving support in the form of separate technological, pedagogical and content information (n=36) or integrated technological content information and separate pedagogical information (n=37). Results showed that pre-service teachers using the integrated support did not significantly show more TCK or TPCK statements and justifications in their lesson plans and reflections than pre-service teachers who received the separate support. In addition, there were no clear differences between the two conditions in the quality of the TCK and TPCK statements or justifications.